"The phenomenon of variability between people in how our brains process information and therefore experience the world." ()
"A group of people who have a range of different ways of processing information and experiencing the world" ()
"The group of people who form (we think) the majority worldwide, whose brains tend to process information similarly to each other. Neurotypical people have an advantage over neurodivergent people in that systems in the world (like our education system) were often designed by people like them, for people like them." ()
"Being markedly different from the norm in the way your brain processes information, and therefore your experience of the world." ()
The term neurodivergent is used when talking about an individual who is part of a wider group of neurodiverse.
The University of 糖心TV has seen a large increase of students declaring a disability, the most common is specific learning differences. This toolkit has focused on the following conditions, but this is not an exhaustive conditions under neurodiversity.
"Dyslexia is a learning difficulty which primarily affects the skills involved in accurate and fluent word reading and spelling and writing skills. Dyslexia is also about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact other areas such as organisational skills."
(Taken From )
Characteristic features of dyslexia: difficulties in phonological awareness, verbal memory, processing speed, short term and working memory, sequencing skills, auditory and visual perception, spoken language and motor skills.
"The key features are tics 鈥� involuntary sounds and movements, which must be present for at least 12 months to meet the diagnostic criteria. Up to 85% of people with TS will also experience co-occurring conditions and features which might include Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), and Anxiety."
Taken From
Examples of Motor Tics (Simple)
Example of Motor Tics (Complex)
Eye Rolling
Jumping
Grimacing
Repeating other people's gestures
Shoulder Shrugging
Twirling
Limb and Head Jerking
Obscene movements or gestures
Examples of Vocal Tics (Simple)
Examples of Vocal Tics (Complex)
Whistling
Uttering words or phrases out of context
Grunting
Saying socially unacceptable words
Tounge Clicking
Repeating a sound, word or phrase
History of Disability & Disability Law
Model of Disability
Model of Disability refers to the progression of thought about disability within society.
The Medical Model negatively claims that those with disabilities must be 鈥榗ured鈥�, a very damaging and harmful viewpoint that perpetuates unhelpful narratives and instigates that those with disabilities have something 鈥榳rong鈥� with them that needs to be 鈥榝ixed鈥�, it denies the narrative and influence that societies views have over the idea of 鈥榙isability鈥� (Areheart, 2008). The medical model is grounded in viewing disability in a negative way, that those with a disability are not viewed equally alongside able-bodied people (Retief, M., & Let拧osa, R. (2018). This limited view of disability does not take into consideration the environment or conditions that a person is in (Kasser & Lytle 2005).
The development of the Social Model of Disability is born from this idea that there is diversity within people, and it is the conditions of the environment that often create and intensify the inequalities of those with disabilities (Clouder, 2021). It is recognising the context and system which a person is in and how integral society is in creating barriers for disabled people rather than the impairments (Oliver, 2013). These barriers can look like the attitudes that people have towards those with disabilities, for example, the academic achievement of students at university, or physical, for example, the access to buildings, such as lecture theatres (). It is therefore the responsibility of society, such as institutions like education, to actively remove these barriers to allow disabled students to have equal access to education.
The Affirmation Model of Disability challenges the perception of a person being disabled as in a 鈥榯ragedy narrative鈥�, but rather encourages that from a place of lived experiences for those with disabilities and encouraging both a collective and individual positive identity (Swain & French, 2000).
Equality Act 2010
You are disabled under the Equality Act 2010 if 'you have a physical or mental impairment that has a 'substantial' and 'long term' negative effect on your ability to do normal daily activities'.
This means that disability is a protected characteristic and requires institutions, such as education, to have a legal requirement to make appropriate adjustments for those with disabilities.
Identity and Intersectionality
Intersectionality
The lived experience of students with neurodiversity often means that they will face barriers when accessing education. It is important to recognise how these barriers may interact with other barriers students are facing simultaneously. It is important to recognise how other levels of privilege, characteristics, and discrimination may further exacerbate the experiences of those who are already marginalised. This can be in the form of sexism, racism, homophobia, and classism).
Intersectionality
Seyi, a graduate from the Univeristy of Lincoln recieved a diagnosis of dyslexia, dyscalculia and dyspraxia at University. Since then, she has been a strong advocate for intersectionality of neurodiversity and raising awareness.
Each student with neurodiversity will have had a different journey, emotional reaction, experience, and diagnosis that is individual. For example, a lot of students receive a diagnosis at University and this can be a stress-inducing time. How an individual responds to a diagnosis, or awaiting one, will be different.
It is common for a person to have more than one condition. have written about the prevelance of two neurodivergences.
Although many neurodiverse conditions have a set diagnostic criteria, it is important to remember the complexity of the brain and that it is not always a set clear categorisation of conditions ().
There are many shared risk factors and etiologies between disorders (). On average, 1 in 4 adults are diagnosed with both ADHD and ASC (). Similarly, dyslexia and ADHD are also commonly diagnosed in one person (). Research suggests that 52% of those with dyslexia also have characteristics of dyspraxia ()
Language
The neurodiversity movement is associated with using inclusive language when talking about disability. It is personal preference as to whether or not a person uses first-language (e.g. a person with autism) or identity-first (an autistic person). It is best to understand what the individual prefers ().
Potential Common Experiences
Imposter syndrome is "the persistent inability to believe that one's success is deserved or has been legitimately achieved as a result of one's own efforts or skills". Neurodiverse students often feel out of place at university and may regularly struggle with imposter syndrome.
Rejection sensitivity is a trait that makes a person expect, perceive, and react intensely to rejection, real or perceived. Rejection sensitivity often co-occurrs in neurodivergent students due to their existing heightened sensitivity in social situations ().
Be mindful that some of your students may have experienced a significant amount of rejection and hardship during their education experience. Many neurodivergent students, even before entering university have had an array of negative educational experiences (Anderson et al, 2018).
